www.RCOwen.com
◊
Richard C. Owen Publishers,
Inc.
◊
◊Professional Supports | Children's Books | Professional Books | Home ◊
|
|
|
|
◊Professional Supports | Children's Books | Professional Books | Home ◊ |
|
|
SEE OUR CURRENT GREAT OFFERS BELOW |
We
Accept Payment by |
|
|
|||
|
Conversations
with a Poet:
Inviting
Poetry into K-12 Classrooms by Betsy Franco
|
Choose Author
at Work when you
want students to uncover the truth! |
Create Content Successful
Students |
| FREE Chapters | FREE Chapter |
Nonfiction/Information book packages |
|
|
|
||
|
Home | Professional Books | Children's Books | Professional Supports | Unsubscribe |
|||
Jennifer Gilbert and Steve Graham, “Teaching Writing to Elementary
Students in Grades 4-6: A National Survey.” The Elementary School
Journal 110:4 (June 2010).
Read more at: http://phys.org/news193475433.html#jCp
Researchers from Vanderbilt University surveyed a nationwide sample
of 300 fourth, fifth, and sixth grade teachers about their
writing instruction practices. Teachers responding to the survey
reported spending only about 15 minutes per day explicitly teaching
writing, and their students averaged just 25 minutes per day writing
text at least paragraph length or longer.
In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp
Researchers from Vanderbilt University surveyed a nationwide sample
of 300 fourth, fifth, and sixth grade teachers about their
writing instruction practices. Teachers responding to the survey
reported spending only about 15 minutes per day explicitly teaching
writing, and their students averaged just 25 minutes per day writing
text at least paragraph length or longer.
In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp
Researchers from Vanderbilt University surveyed a nationwide sample
of 300 fourth, fifth, and sixth grade teachers about their
writing instruction practices. Teachers responding to the survey
reported spending only about 15 minutes per day explicitly teaching
writing, and their students averaged just 25 minutes per day writing
text at least paragraph length or longer.
In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp
Researchers from Vanderbilt University surveyed a nationwide
sample of 300 fourth, fifth, and sixth grade teachers about
their
writing instruction practices. Teachers responding to
the survey reported spending only about 15 minutes per day
explicitly teaching writing, and their students averaged
just 25 minutes per day writing text at least paragraph
length or longer.
In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp Researchers from Vanderbilt University surveyed a nationwide sample of 300 fourth, fifth, and sixth grade teachers about their writing instruction practices. Teachers responding to the survey reported spending only about 15 minutes per day explicitly teaching writing, and their students averaged just 25 minutes per day writing text at least paragraph length or longer. In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp Researchers from Vanderbilt University surveyed a nationwide sample of 300 fourth, fifth, and sixth grade teachers about their writing instruction practices. Teachers responding to the survey reported spending only about 15 minutes per day explicitly teaching writing, and their students averaged just 25 minutes per day writing text at least paragraph length or longer. In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp
Researchers from Vanderbilt University surveyed a nationwide sample
of 300 fourth, fifth, and sixth grade teachers about their
writing instruction practices. Teachers responding to the survey
reported spending only about 15 minutes per day explicitly teaching
writing, and their students averaged just 25 minutes per day writing
text at least paragraph length or longer.
In addition, two-thirds of the teachers surveyed felt their college coursework left them ill-prepared to teach writing to their students. Read more at: http://phys.org/news193475433.html#jCp
The
authors’ explorations and research have led them to an understanding
that writing is only real and can only be produced
to the best of a writer’s ability if the social purpose for the
writing is clear, the social audience for the writing is known,
and the response from that audience is eagerly anticipated and cared
about. . . .
Although purpose and audience are the twin secrets to writing well, they are too often absent from our classrooms. When teachers complain that children cannot write, or are unwilling to write, let alone to draft and redraft their writing, purpose and audience are usually the keys to making that happen. . . . The authors of this book guide us toward a more authentic writing classroom. Their surprising insights and gorgeous anecdotes and their sound theories and their very practical suggestions on how best to teach writing will help all of us to grow as writers first, and then as teachers of writing.
Purchase
|
Explore the authors' beliefs about the basics of writing and get a feel for how they approach writing instruction. |
||
|
AVOID
SUMMER SETBACKS |
|||
| Richard C. Owen Publishers, Inc. PO Box 585 Katonah, NY 10536 800/336-5588 9a.m.-5p.m. EDT M-F FAX 914/232-3977 | |||
|
|
|
|
|
Home | Professional Books | Children's Books | Professional Supports |
||
Share us
Remove us
 |
||
As a practicing poet, I am letting you
in on the secrets that have taken me time to understand and that I know
only from writing poems, day in and day out, and from discussing poetry
with fellow poets. I invite you to view poetry from a unique vantage
point, from inside the
mind of a poet who loves poetry. |
 Betsy Franco Betsy Franco, poet, actor, and former teacher, is the author of over eighty books, including picture books and poetry collections (Mathematickles!; A Dazzling Display of Dogs). She also anthologizes teenage writing (You Hear Me? poems and writing by teenage boys; Falling Hard, 100 Love Poems by Teens), includes poetry in her novels, and writes professional books for the classroom. She lives in Palo Alto, California. www.betsyfranco.com |
|
| REVIEWS BELOW For more click here | |
|
This is a “gold mine” of lesson ideas, applications and assessments
for teachers of any grade level...
Sharon Guynes, Adjunct Professor, Texas A&M Commerce, Texas “I found the organization of this book to be highly effective. The first part talks to teachers about the author’s perspective and gives such practical tips and insights to educators. I totally agree with the philosophy espoused in this book. Betsy Franco graciously added poetry formats and examples to actually use with students, K-12. This is a “gold mine” of lesson ideas, applications and assessments for teachers of any grade level. I appreciate the fact that Betsy Franco included the why of teaching poetry as well as, the benefits of using poetic literature and writing with children. Page 16 gives examples of comprehension questions that can be applied at any grade level. This book fits so well within the structure of writing workshop because of its approach to process writing in poetic formats. The author includes publishing as a culminating procedure for students’ writing.
The second part of this book provides the educator with multiple
poetry forms, ready to implement in classroom writing instruction.
The poetry bibliographies are an added benefit for any teacher. I
highly recommend this book to any teacher of reading and writing.”
|
I believe it is
the best book I have read about incorporating poetry in the classroom.... “I finished perusing the book Conversations with a Poet, and I believe it is the best book I have read about incorporating poetry in the classroom. I find it to be comprehensive, user friendly, exciting and perfect for most classroom teachers, especially the classroom teacher who wants to teach poetry but feels apprehensive. The advice for teachers is thoughtful and filled with concrete suggestions. I especially like the different poetry forms and explanations. Learning some new facts about "renga" poems provided a wonderful suggestion for one of my classes. I am extremely impressed with the author's methods, and I believe every classroom teacher in all grades would benefit from owning this book.”
|
| Richard C. Owen Publishers, Inc. PO Box 585 Katonah, NY 10536 800/336-5588 9a.m.-5p.m. EDT M-F FAX 914/232-3977 | |
|
||
|
Professional Books | Children's Books | Professional Supports | Home |
|
|||||||||||||||||||||||
 For Younger Readers and Writers Try Our Meet the Author Collection Written especially for grades 2-5, these 35 popular and award-winning author autobiographies give children an inside view of the writing process. by Patricia Polacco |
|
Share us |
| RICHARD C. OWEN PUBLISHERS, INC. * www.rcowen.com * PO BOX 585 KATONAH NY 10536 * 1-800-336-5588 M-F 9:00-5:00 EDT. |
Create Content Successful Students
|
||||
|
Professional Books | Children's Books | Professional Supports | Home |
||||
|
Share us Meet
common
core
state
standards
and
Books for Young Learners for PK-3
 |
||||
|
Richard C. Owen Publishers, Inc. PO Box 585 Katonah, NY 10536 800/336-5588 9a.m.-5p.m. EDT M-F FAX 914/232-3977 |
|
|
|
|||
|
Home | Professional Books | Children's Books | Professional Supports |
||||
|
Share us |
||||
A Book Is a Present: Description
FREE with A Book Is a Present |
Margaret Mooney’s teaching, writing, and publishing career began in New Zealand. For two decades she divided her time between New Zealand and the United States. Margaret encourages teachers to view all children as worthy, not needy, emphasizing education as a process of enhancement and not one of compensation. She promotes guided reading as an instructional approach in which children practice, apply, and extend skills and strategies in order to understand text on the first reading. Margaret has written the Books for Young Learners Teacher Resource, Text Forms and Features: A Resource for Intentional Teaching, Reading To, With, and By Children, and she collaborated with Terry Young and contributing authors on Caught in the Spell of Writing and Reading: Grade 3 and Beyond. In 1998, Queen Elizabeth II appointed Margaret as an Officer of the New Zealand Order of Merit for her services to education, particularly the teaching of reading.
Purchase $26.95
PLEASE
Share this with
|
|||
|
Richard C. Owen Publishers, Inc. PO Box 585 Katonah, NY 10536 800/336-5588 9a.m.-5p.m. EDT M-F FAX 914/232-3977 |
||||
|
GREAT BOOKS AT GREAT PRICES
For Big Savings, use our Free Web Coupons!
|
